Severe Needs Para Educator - Eastridge Community Elementary School

Cherry Creek Schools

Aurora (CO)

Sur place

USD 22 000 - 30 000

Plein temps

Il y a 20 heures

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Résumé du poste

Cherry Creek Schools in Colorado is seeking a Severe Needs Para Educator to support students with intensive special education needs under licensed staff. You will adapt curriculum for individuals and small groups, track progress, document behavior, and help maintain a safe, productive classroom environment.

In remote learning contexts you assist with technology access and coursework completion, while providing behavioral supports and data collection.

Qualifications

Criminal background check and fingerprinting required.
High School Equivalency (HSE) diploma.
No professional work experience required.
Mandatory Crisis Prevention Intervention training provided by District.
Medication administration training provided by the District as needed.

Responsabilités

Assist students with classroom activities and adapt curriculum for individual needs.
Maintain records of student progress and behavior with licensed staff.
Assist with preparing materials, tests, attendance, and related tasks.
Perform other duties as assigned or requested.

Connaissances

Verbal & written communication

Interpersonal skills

Curriculum modification

Team collaboration

Confidentiality

Formation

High School Equivalency (HSE) diploma

Associate's degree (preferred)

Outils

Microsoft Office

Description du poste

Job Title: Severe Needs Para Educator
FLSA Exemption Status: Non-Exempt
Classification Group: Paraeducators
Supervising Position: School Principal or designee
Pay Plan: Educational Support Personnel
Pay Range: Range 07
Last Updated: 09/2026
Pay Information
Benefits Information

JOB SUMMARY

Assist students with severe special education needs under the direction of licensed special education staff. Support individuals and small groups with curriculum, skill development, behavior strategies, and assignment completion. Prepare instructional materials, monitor student progress, and maintain achievement records. Provide technical physical care and help ensure a clean, safe, and hygienic environment. In remote learning settings, assist students with technology access, curriculum reinforcement, executive functioning strategies, skill generalization, and coursework completion. Assignments may include Autism, BD, Early Childhood Education, Homebound (FAPE), ILC, SED, and Transition Programming.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Shared Job Task Across Assignments

1. Assist students with classroom activities, including adapting the curriculum to individual student needs. Assist with curriculum delivery to both individuals and small groups to ensure generalization of skills. Frequency: Daily. Percentage of Time: 35%.
2. Implement student accommodations, supports, modifications, procedures, and programming outlined in the student's Individual Education Plan (IEP). Maintain records of student progress and behavior in conjunction with licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program (IEP) team. Frequency: Daily. Percentage of Time: 30%.
3. Assist special education licensed staff in preparing materials, administering tests, attendance, etc. Assist with paperwork and documentation as needed. Assist with other classroom events, such as fire drills, as necessary. Frequency: Daily. Percentage of Time: 5%.
4. Perform other duties as assigned or requested. Frequency: Daily. Percentage of Time: 5%.
Total: 75%.

INTEGRATED LEARNING CENTER (ILC) AND HOMEBOUND (Free Appropriate Public Education/FAPE) PROGRAM ASSIGNMENT

1. Monitor students and reinforce appropriate behavior for individual student needs. Assist in verbal de-escalation and non-violent crisis interventions to reduce the risk of self-harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. Frequency: Daily. Percentage of Time: 15%.
2. Provide technical physical care for students with special needs as assigned, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G-tube), positioning, and improving range of motion (Autism Classroom or ILC). Following training andasdelegated by a registered school nurse, accurately followstudent medication delivery orders. Frequency: Daily. Percentage of Time: 10%.
Total: 25%.

SERIOUSEMOTIONAL DISABILITY(SED) ASSIGNMENT

1. Monitor students and reinforce appropriate behavior for individual student needs. Assist in verbal de-escalation and non-violent crisis interventions to reduce the risk of self-harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. Frequency: Daily. Percentage of Time: 25%.
Total: 25%.

ONLINE/REMOTE ENVIRONMENT

1. Assist small groups of students or individuals with online classroom activities, during synchronous or asynchronous learning, including curriculum accommodations or modifications. Assist with curriculum delivery or practice to ensure generalization of skills. If working in DHH Program, develop student language, vocabulary, reading, and writing using sign language for students who need a signing para-educator. Frequency: Daily. Percentage of Time: 50%.
2. Prepare assignments for students to complete at home and support students in completing assigned work. Frequency: Daily. Percentage of Time: 35%.
3. Maintain records of student progress and behavior in conjunction with the licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program team. Frequency: Daily. Percentage of Time: 5%.
4. Support students in troubleshooting technology issues. Frequency: Daily. Percentage of Time: 5%.
5. Perform other duties as assigned or requested. Frequency: Daily. Percentage of Time: 5%.
Total: 100%.

REPORTING RELATIONSHIPS

This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS

The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

Criminal background check and fingerprinting required
High School Equivalency (HSE) diploma
No professional work experience required
Title I assignments must meet one of the following requirements:
- Completed at least two years of study at an institution of higher education; or
- Obtained an associate's or higher degree; or
- Met a rigorous standard of quality, and can demonstrate through a formal state or local academic assessment, knowledge of and the ability to assist in instructing, as appropriate:
  - Reading/language arts, writing, and mathematics; or
  - Reading readiness, writing readiness, and mathematics readiness
Mandatory biennial Crisis Prevention Intervention training provided by the District for staff working in an Autism, Behaviorally Disordered, or ILC assignment
Medication administration training provided by the District as needed
Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
Basic knowledge of Microsoft Office
Intermediate verbal and written communication skills
Intermediate interpersonal relations skills
Intermediate organizational skills
Ability to work alone and with others
Ability to appropriately modify curriculum
Ability to implement behavior modification techniques
Ability to diffuse and manage volatile and stressful situations
Ability to maintain confidentiality in all aspects of the job
Ability to work one-on-one and in small groups with students
If working in the DHH Program, ability to understand the impacts of hearing loss on learning and social interaction
If working in the Homebound program, ability to set appropriate boundaries and build appropriate relationships while working in the home setting with families and other student healthcare providers
If working in the Homebound program, the ability to have appropriate communication and boundaries with families while working in their homes with students

DESIRED QUALIFICATIONS

Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

Experience working in the public sector, specifically public education
Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
Associate's degree
Work with special needs children in a paid program or licensed special education teaching experience
Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities
CPR and First Aid certification

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.